In recent years, teachers' teaching skills have attracted more and more attention. As an important part of China's basic education teachers, the level of their teaching skills directly affects the development of rural education. For new rural teachers who have just started their education jobs, they often face the dilemma of being difficult to adapt to the role and job of teachers. Therefore, how to train new rural primary school teachers to improve their teaching skills and enable them to quickly enter the role of teachers and adapt to the teaching posts is a new topic faced by the administrative department of education and institutions undertaking training tasks.
1 research purpose
This topic is mainly to solve the problem of insufficient teaching skills of new teachers in rural primary schools. Through the investigation of the current situation of teaching skills improvement training of new teachers in rural primary schools, we can find the problem, in order to explore and put forward scientific solutions, so as to improve the teaching skills of new teachers in rural primary schools, and provide some reference for the construction of new teachers in rural primary schools and the professional development of primary school teachers.
2 research object
The research object of this study is 100 new teachers of rural primary schools who participated in the training of Cangzhou Normal University. A total of 100 questionnaires were distributed, and 96 valid questionnaires were recovered, with a questionnaire recovery rate of 96%.
3. Investigation and analysis
For the new teachers of rural primary schools who have just started their jobs, they belong to vulnerable groups in terms of teaching skills. If these teachers are not trained, their teaching skills are low, and the teaching tasks may not be completed, which will greatly affect the quality of education and teaching in rural primary schools. Teaching skills include classroom teaching design ability, teaching implementation ability and teaching evaluation ability.
3.1 classroom teaching design ability training. New teachers in rural primary schools have just started their work. How to select appropriate teaching methods according to the teaching content, understand the new teaching concept and carry out classroom teaching design according to the new curriculum standards, we must improve the ability of new teachers in rural primary schools to understand and grasp the curriculum standards, use teaching materials and prepare lessons through training. From the survey results, 67% of the new teachers in rural primary schools expressed dissatisfaction with the training of classroom teaching design ability, 71% of the teachers said that most of them had interpreted the curriculum standards in the training, but there were few trainings on the ability of classroom teaching design according to the curriculum standards, and 87% of the teachers said that the training of classroom teaching design according to teaching materials should be increased, 68% of teachers said that they should carry out more training on teaching and lesson preparation ability.
3.2 training of classroom teaching implementation ability. Classroom teaching implementation ability refers to the ability of teachers to complete teaching tasks according to the requirements of the national syllabus and curriculum implementation plan. It is the core of the teaching skill system. Therefore, it is very necessary to train the new teachers of rural primary schools in the implementation ability of classroom teaching. For example, teachers' classroom language expression ability, blackboard writing ability and classroom control and adaptability are teachers' classroom teaching implementation ability.
The specific investigation of the current situation of classroom teaching implementation ability training of new teachers in rural primary schools is as follows: 73% of new teachers in rural primary schools have not received classroom teaching implementation ability training; Among the teachers who have received the training of classroom teaching implementation ability, 62% are not satisfied with the training of classroom language expression ability, 82% are not satisfied with the training of classroom control adaptability, and 41% are not satisfied with the training of blackboard writing ability. From the above survey results, we can see that we should strengthen the training of classroom teaching implementation ability, especially the training of classroom control and adaptability.
3.3 training of classroom teaching evaluation ability. Classroom teaching evaluation ability is the ability of teachers to reasonably evaluate the teaching effect and students' learning effect, and require teachers to review and analyze the whole teaching process and its influencing factors, so as to make a comprehensive evaluation.
From the survey results, 73% of new teachers in rural primary schools have no ability to evaluate classroom teaching and have not received such training. Without classroom teaching evaluation ability, there is no teaching reflection ability, which is bound to affect the improvement of teaching ability. Therefore, we should strengthen the training of classroom teaching evaluation ability.
4 training strategies to improve the teaching skills of new teachers in rural primary schools
4.1 in the centralized training stage, we should focus on the guidance of basic knowledge and improve the ability of classroom teaching design. In the centralized training stage, Cangzhou Normal University hired experts who are proficient in teaching methods from colleges and universities, teaching and research staff from teaching and research institutes and outstanding teachers in the front line to conduct special lecture training. Through experts' interpretation of the curriculum standards, they explained how to use teaching materials and guide teaching preparation, so that new teachers can master the classroom teaching design according to the new curriculum standards, carry out classroom teaching design according to teaching materials, and combine the actual situation of rural primary schools, Prepare lessons according to the characteristics of students in different schools and classes, and understand the basic concept and process of instructional design. After the experts focus on teaching the theoretical knowledge, they will test the students' achievements, let each student make a teaching design, and submit the concept of teaching design and the problems encountered in teaching design to the experts. The experts will comment on the students' teaching design and answer the questions raised by the students. Finally, the trainees will be divided into several groups. Each group has a topic, which will be arranged by the team leader. The common lesson preparation process, content framework, links and final goals will be clarified. The trainees have their own division of labor and work together to collect lesson preparation resources, design courseware and prefabricate lesson plans. As a team, we will brainstorm, discuss communication, optimization and readjustment together, and put forward the problems encountered in the process of lesson preparation, We will discuss together, propose solutions, optimize and adjust the teaching plan again, submit the adjusted plan to experts for comments and guidance, and adjust again according to the guidance, so as to finally form a fine and perfect teaching plan.
The centralized training stage has built a platform for new teachers in rural primary schools to learn basic teaching knowledge. Through this stage of learning, new teachers in rural primary schools can consolidate the foundation of education and teaching, improve the understanding ability of education and teaching, stimulate the enthusiasm of teaching and research, so as to give full play to their scientific research potential and value and effectively improve the ability of classroom teaching design.
4.2 the observation and practice stage focuses on basic skill training to improve the implementation ability of classroom teaching. Teachers' teaching design needs to be implemented in the implementation of classroom teaching. How to combine the reality of students to implement teaching, how to organize and control the classroom, how to adapt to the classroom of rural primary schools, temper teaching skills, achieve teaching specialization and so on, is undoubtedly a challenge for the new teachers of rural primary schools who have just set foot in the post of teachers. Therefore, the second stage of practical observation training is carried out around the key issue of improving the teaching skills of new teachers in rural primary schools. First, lead the students to enter the high-quality primary school for on-site teaching observation. Through classroom observation, let the students understand: how do excellent teachers consider the teaching language; How to give clear teaching instructions in class so that students can understand and implement them immediately; How to control the teaching time and teaching content to effectively complete the teaching task; How to arouse students' learning enthusiasm, make students keep up with the pace of lectures and be interested in the course content; How to deal with unexpected problems in class and make students admire teachers' adaptability. After the observation, organize the students to discuss in groups according to the classroom observation. You can put forward the doubts in the classroom observation and discuss them together. Then the hired famous teachers will make a comprehensive classroom comment and interpretation of the teaching design of this class, and help the new teachers of rural primary schools to solve the problems in the teaching design and classroom implementation from the perspective of curriculum standards. Through the basic skill training in the observation and practice stage, new teachers in rural primary schools seek ways to solve problems in observation, experience, practical training and adjustment, and combine their basic teaching theoretical knowledge with teaching practice to scientifically and reasonably complete the teaching design, improve their ability to control the classroom freely and improve their ability to implement classroom teaching.
4.3 the tracking feedback stage focuses on guidance feedback to improve the ability of teaching evaluation and reflection. After the two rounds of centralized training and observation practice activities, targeted follow-up guidance shall be carried out, and expert groups shall be organized to go deep into the rural primary school classroom where the students are located for lectures. For the problems existing in the actual classroom teaching of each participant, experts shall discuss and study the classroom teaching, so as to jointly solve the problems in practical teaching. In this way, in a limited time, through the full communication and discussion between the guidance experts and the trainees, we can gradually improve the classroom teaching, truly solve the bottleneck encountered in the teaching of new teachers in rural primary schools, correct the mistakes in teaching, optimize the teaching design and teaching implementation and improve the teaching skills with the help of the guidance experts. Through the expert guidance and feedback in the tracking and feedback stage, the new teachers of rural primary schools can effectively use the knowledge they have learned to reflect on the real rural classroom after training, compare their on-the-job education and teaching practice with the training knowledge they have learned, pay attention to the gap between training knowledge and on-the-job practice, learn to evaluate the classroom comprehensively, specifically and personalized, and improve their teaching evaluation and reflection ability.